Description
Book SynopsisIn this volume, schools for Native children are examined within the broad framework of race relations in the United States for the first time. Jacqueline Fear-Segal analyses multiple schools and their differing agendas and engages with the conflicting white discourses of race that underlay their pedagogies.
Trade Review"A rich and rewarding book."—Michael C. Coleman,
Great Plains Quarterly"Fear-Segal imaginatively examines the ominous racialization of American Indians in the nineteenth and twentieth centuries through a focus on the covertly racial agenda of boarding school policy. . . .
White Man's Club's sophisticated but readable style will engross any reader."—Sally McBeth,
Western Historical Quarterly"With the publication of Jacqueline Fear-Segal's
White Man’s Club, the historiography of Indian residential schooling has reached a new level of sophistication."—John Milloy,
Journal of American History“Perhaps only once in a decade does a book come along that truly sets the standard for the rest of the field.
White Man’s Club is such a book. Beautifully written and superbly argued, it is replete with fresh insights and analysis of a subject that remains one of the most enduring and meaningful and often painful in the history of American Indian and white relations. Students of the Indian boarding school movement will be especially interested in the insights provided by Fear-Segal, particularly those that address how the dominant nineteenth century views of race played a major role in the creation and functioning of off-reservation boarding schools.”—
Journal of the West"
White Man's Club is a well-constructed and well-researched book that originally uses primary sources to unveil the convert agenda of race subjugation and control in the government schooling system and its impact on students' lives."—Marinella Lentis,
Wicazo Sa"By including Native voices, Fear-Segal's study reminds us that the Native experience in America is not an academic exercise but involves people's cherished memories and present realities."—Ruth Spack,
American Historical Review"
White Man's Club provides a thought-provoking reinterpretation of the federal Indian Education Program's formative years and a thorough overview of the beliefs and actions of significant policy reformers, as well as the life histories of many Native students and leaders."—C. Joseph Genetin-Pilawa,
Ethnohistory"Perhaps only once in a decade does a book come along that truly sets the standard for the rest of the field.
White Man's Club is such a book. Beautifully written and superbly argued, it is replete with fresh insights and analysis of a subject that remains one of the most enduring and meaningful and often painful in the history of American Indian and white relations."—Cary C. Collins,
Journal of the West“With extraordinary insight and grace, Jacqueline Fear-Segal has made a major contribution to the literature on one of the most important and devastating chapters in Indian-white relations. Both immensely illuminating and haunting, this book should be read by anyone interested in the history of U.S. race relations.”—David W. Adams, author of
Education for Extinction: American Indians and the Boarding School Experience, 1875–1928"Fear-Segal knows her topic well and she invites readers into the Carlisle Indian Industrial School, Dakota Mission, Santee Normal Training School, and other similar institutions to illuminate issues of race. . . . Her use of biography and autobiographies of Indians and non-Indians alike is a strong contribution of the book, and her careful reading of these sources provides a fresh look at familiar participants in the Indian school system."—Clifford Trafzar,
American Studies JournalTable of ContentsList of Illustrations 000
Acknowledgments 000
Introduction 000
Prologue: Prisoners Made Pupils 000
1.The Development of an Indian Educational System
1. White Theories: Can the Indian be Educated? 000
2. Native Views: "A New Road for All the Indians" 000
3. Mission Schools in the West: Precursors of a System 000
2. Hampton Normal and Agricultural Institute
4. Samuel Chapman Armstrong: Educator of Backward Races 000
5. Thomas Wildcat Alford: Shawnee Educated in Two Worlds 000
3. Carlisle Indian Industrial School
6. Richard Henry Pratt: National Universalist 000
7. Carlisle Campus: Landscape of Race and Erasure 000
8. Man-on-the-Bandstand: Surveillance, Concealment, and Resistance 000
9. Indian School Cemetery: Telling Remains 000
4. Modes of Cultural Survival
10. Kesetta: Memory and Recovery 000
11. Susie Rayos Marmon: Storytelling and Teaching 000
Epilogue: Cultural Survival as Performance, Powwow 2000 000
Notes 000
Bibliography 000
Index 000
